3 – Standard 1 – Intro + Preliminary Exercises


FOR STUDENTS AGES 6-7 MAXIMUM AGE 9
GIRLS TO WEAR CHIFFON SKIRTS FULL ENOUGH TO HOLD IN DEMI-SECONDE POSITION

Each exercise that has been taught in the previous level must continue to build in strength and placement. At this level, the teacher should emphasize the students’ own corners and relate them to the students’ own square around them (not the corners of the room) when teaching the use of the head and eye line.


ENTERING THE ROOM




The teacher steps inside the door and students run in single file through the door and then line up in silence  The teacher then directs the pianist to play ‘Running In’ music

1 count = 1 bar

1-16

Each student enters singly taking 4 bars of music per student



Notes:

Teacher introduces students to the examiner one by one without music (the student performs a curtsey or bow when being introduced). The teacher then introduces the pianist to the students.


WARM UP EXERCISES:
choreograph students descent to the floor


1) FOOT ARTICULATION



Commence facing the corner, sitting on floor with legs stretched in front with flexed feet, hands on thighs. The students may sit in a pattern rather than all facing the front, but ensure all are clearly seen.

1-4
1-4
5-8
9-16
1-8
9-16

Introduction – Hold the position
Articulate both feet to a full stretch
Articulate both feet to a flexed position
Repeat the above
Repeat the exercise with the right foot only
Repeat with the left foot only



Notes:

This exercise should be used to further increase awareness of the foot articulation learned in Primary with the introduction of the ability to use one foot independently of the other.


2) HAMSTRINGS & SPINAL STRETCH

To be shown in pairs



Commence as in Section One: facing the corner, sitting on floor with legs stretched in front with flexed feet, hands on thighs.

1-4
1-4
5-8
9-12

13-16

Introduction – Hold the position
Walk fingers down the legs to a full stretch
Hold the stretch and then point the toes
Recover to a straight back, taking the arms up to 5th en haute, opening to seconde  and back to rest hands on thighs
Repeat counts 1-4 and hold
Recover after the music



Notes:

Once again this exercise should progress from Primary with an increased awareness of the lengthening of the spine now combined with a stretch of the hamstrings in a forward movement. Itsy Bitsy Spider down the legs, etc.


3) EXERCISE FOR TURNOUT



2 counts = 1 bar

Commence sitting on the floor, knees together bent up, feet flat on floor, hands  placed at teachers’ discretion

1-2
1-4
5-6
7-8
9-12
13-16
1-16

Introduction – Hold the position
Fully extend legs to the front with pointed feet
Rotate legs out
Rotate legs in (back to parallel)
Repeat counts 5-8
Draw legs up to beginning position
Repeat all



Notes:

This exercise should be taught with the emphasis on the rotation of the leg from the hips while maintaining body placement. Toes to feel like ‘turning a key in a door’.


MUSIC SECTION


Clapping and moving to a slow or quick 3/4

Teachers have a choice of showing either A or B of the music section – not both. Teachers are encouraged to use many different choices in music for class purposes.



A

Stand erect with feet in parallel position.

4 bars
4 bars
8 bars


Students begin clapping a 3/4 (count 1 is strong, counts 2 & 3 are soft)
Pianist will join in
Students will then move freely to the music-movement must relate to the ¾ timing  e.g. sways, triplets etc.

OR



B

Stand erect with feet in parallel position.

4 bars

4 bars

8 bars

Pianist will begin playing Students listen for the ‘1st beat of the bar’ for timing.
Students will join in clapping (count 1 is strong, counts 2 & 3 are soft, 2 students  clap then next 2)
Students will then move freely to the music (all move together)


Video demonstrates Music Option A only

Notes:

When moving freely students should show the rhythm of a 3/4.


PRELIMINARY EXERCISES

Use the preparation to pick up and hold the skirt where applicable


1) Demi-Pliés



1 count = 1 bar

Commence with feet in a natural 1st position


1-2
3-4
1-6
7
8
1-6
7-8


IntroductionHold the position
Tendu right foot to 2nd, lower heel in 2nd
3 Demi-pliés in 2nd position
Tendu right foot
Close in 1st position
3 Demi-pliés in 1st position
Lower arms to 5th en bas and hold

Notes:



Notes:

Girls hold skirts; boys hands on hips. 2nd positions to show the shape of a house with the thighs as the roof and the lower legs as the walls with the spine as the chimney or 3 ropes – 2 to pull the knees out & upwards 1 to pull the spine.  As per notes in Primary with the inclusion of Demi-pliés in 2nd position. Students should work to the other side as a separate exercise. Shown on both sides in the exam.


2) BATTEMENTS TENDUS



Commence with feet in a natural 1st position.


Girls hold skirt or demi 2nd; boys hands on hips

1-4
1-2
3-4
5-16
1-16

Introduction – Hold the position
Articulated tendu devant
Close to 1st position with articulation
Repeat the above 3 more times with alternate feet
Repeat all with the tendu to 2nd position



Notes:

Tendus should now be shown with stronger use of articulation and use of turnout (still within the students own limitations), not forgetting the importance of equal use of turnout in the supporting leg as well as working leg.


3) PREPARATION FOR SPRING POINTS OR SPRING HEELS




2 counts = 1 bar

Commence with feet in a natural 1st position. Hand placement is teacher’s choice.

1-4
1-2
3,4&
5&6&
7-8
9-16
1-16

Introduction – Hold the position
Demi-plié
Tendu right foot maintaining a fondu on the left leg (lift on “and”)
Two taps with a fully stretched right foot (physical accent up on “and”)
Return to 1st position coordinating legs to full stretch
Repeat all to the left side
Repeat all



Notes:

Brush the tendu like the letter ‘i’ with the taps putting the dots on or tapping on a fairy’s door during the 2 taps.  Spring heels to be shown as a separate exercise.  Teacher’s choice of front or side for spring heels. Purpose is to teach the positions of both feet in spring points/heels with the weight over the supporting leg and maintaining turnout in a fondu position.


4) PARALLEL BALANCE TO INTRODUCE TRANSFER OF WEIGHT



Commence with feet parallel – hands on hips with elbows opened out to the sides (not behind the body). The arms may also be placed on the shoulders or held palms together.

1-4
1-4

5-8
1
2-3
4
5-8
1-16

Introduction – Hold the position
Articulate the right foot up to the toe and back to flat (toe stays touching the floor)
Repeat with the other foot
Lift the right foot with a pointed toe to the side of the left knee
Hold
Lower down to a parallel position
Repeat the last 4 counts on the other side
Repeat the whole exercise



Notes:

Purpose is to teach balance emphasizing the lengthening of the spine during the transfer of weight with consideration to maintaining the best possible hip alignmentThe feeling should be that of being a stork or a flamingo, the feeling of pulling up your pants/ tights during the parallel retiré balance.  Hand placement teacher’s choice.